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A proficiency model for pre‐service physics teachers' pedagogical content knowledge ( PCK )—What constitutes high‐level PCK ?
16 references·0 citing·36 second hop
A proficiency model for pre‐service physics teachers' pedagogical content knowledge ( PCK )—What constitutes high‐level PCK ? (2022)A proficiency model for pre‐service physi…Applying the Rasch Model (2015)Applying the Rasch ModelInternational Handbook of Research on Teachers' Beliefs (2014)International Handbook of Res…Professional competence of teachers: Effects on instructional quality and student development. (2013)Professional competence of te…Next Generation Science Standards: For States, By States (2013)Next Generation Science Stand…Handbook of Research on Science Education (2013)Handbook of Research on Scien…Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Teachers’ Mathematical Knowle…Pedagogical content knowledge in science education: perspectives and potential for progress (2009)Pedagogical content knowledge…Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2007)Revisiting the Conceptualisat…Preparing teachers for a changing world: what teachers should learn and be able to do (2005)Preparing teachers for a chan…Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. (1997)Making students' evaluations …Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teachers' Beliefs and Educati…Implication of Research on Teacher Belief (1992)Implication of Research on Te…The making of a teacher: teacher knowledge and teacher education (1991)The making of a teacher: teac…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Probabilistic Models for Some Intelligence and Attainment Tests (1961)Probabilistic Models for Some…Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Teacher efficacy: A construct validation. (1984)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2011)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Testing Structural Equation Models. (1994)PISA 2012 Assessment and Analytical Framework (2013)Generic dimensions of teaching quality: the German framework of Three Basic Dimensions (2018)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Teacher Efficacy: Its Meaning and Measure (1998)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)The Concept of Mind (2006)Teacher Technology Change (2010)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)Stories of Experience and Narrative Inquiry (1990)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Relationships of Knowledge and Practice: Teacher Learning in Communities (1999)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)The Work of Teaching and the Challenge for Teacher Education (2009)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)A conceptual framework for integrated STEM education (2016)Constructing 21st-Century Teacher Education (2006)Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009)Implications for educational practice of the science of learning and development (2019)A Rasch Model for Partial Credit Scoring (1982)Scaling of Theory-of-Mind Tasks (2004)Developing the World Health Organization Disability Assessment Schedule 2.0 (2010)STEM integration in K-12 education : status, prospects, and an agenda for research (2014)STEM education K-12: perspectives on integration (2016)
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References

  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct8,982 cited
  • 1961Probabilistic Models for Some Intelligence and Attainment Tests6,956 cited
  • 2013Next Generation Science Standards: For States, By States6,708 cited
  • 2013Handbook of Research on Science Education4,449 cited
  • 2005Preparing teachers for a changing world: what teachers should learn and be able to do3,755 cited
  • 1991The making of a teacher: teacher knowledge and teacher education2,283 cited
  • 2009Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress2,097 cited
  • 1992Implication of Research on Teacher Belief1,871 cited
  • 2013Professional competence of teachers: Effects on instructional quality and student development.1,551 cited
  • 2007Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals1,195 cited
  • 2015Applying the Rasch Model1,065 cited
  • 1997Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility.884 cited

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2014
International Handbook of Research on Teachers' Beliefs
787 cited
  • 2009Pedagogical content knowledge in science education: perspectives and potential for progress631 cited
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